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People increasingly use videos on the Web as a source for learning. Tosupport this way of learning, researchers and developers are continuouslydeveloping tools, proposing guidelines, analyzing data, and conductingexperiments. However, it is still not clear what characteristics a video shouldhave to be an effective learning medium. In this paper, we present acomprehensive review of 257 articles on video-based learning for the periodfrom 2016 to 2021. One of the aims of the review is to identify the videocharacteristics that have been explored by previous work. Based on ouranalysis, we suggest a taxonomy which organizes the video characteristics andcontextual aspects into eight categories: (1) audio features, (2) visualfeatures, (3) textual features, (4) instructor behavior, (5) learnersactivities, (6) interactive features (quizzes, etc.), (7) production style, and(8) instructional design. Also, we identify four representative researchdirections: (1) proposals of tools to support video-based learning, (2) studieswith controlled experiments, (3) data analysis studies, and (4) proposals ofdesign guidelines for learning videos. We find that the most exploredcharacteristics are textual features followed by visual features, learneractivities, and interactive features. Text of transcripts, video frames, andimages (figures and illustrations) are most frequently used by tools thatsupport learning through videos. The learner activity is heavily exploredthrough log files in data analysis studies, and interactive features have beenfrequently scrutinized in controlled experiments. We complement our review bycontrasting research findings that investigate the impact of videocharacteristics on the learning effectiveness, report on tasks and technologiesused to develop tools that support learning, and summarize trends of designguidelines to produce learning videos

A Closer Look into Recent Video-based Learning Research: A Comprehensive  Review of Video Characteristics, Tools, Technologies, and Learning  Effectiveness